Plan, Organise And Facilitate Learning In The Workplace

Topic 2 Develop a work-based learning pathway Implement the learning pathway Agreement allows you to take the next step of implementing the learning pathway. Follow these steps to implement the learning pathway: 1 Lodge the documentation with the appropriate state/territory training authority. 2 Generate copies for the learner and supervisor, and for the learner’s file, which is kept with the RTO. 3 4 Ensure the learner has the original copy of their work diary/logbook (also known as a competency record book or work evidence record). This is the document designed for the learner to monitor and mark off their progress through the training. Explain the next steps to the learner, which means informing them of their first training sessions and the details pertaining to those sessions. Deal with contingencies If stakeholders do not agree on the contract, you should determine where the problems exist in order to progress. An apprenticeship support provider and experienced staff members at your RTO can discuss any contingencies that may occur. Training coordinators in the various state or territory government departments are also a good source of information and advice. Issues can usually be overcome by negotiating changes to the following elements. There may be room for flexibility in these areas: selection of elective units XX timing of assessments XX supervisor commitments, such as the time required by the supervisor to attend to the trainee’s needs XX the amount of time allocated to complete the qualification – this can be negotiated as most Australian apprenticeships and licences operate on a competencybased system, allowing learners to progress more quickly if they achieve their competencies faster. XX Non-negotiable areas Non-negotiable areas include the criteria by which funding is provided. For example: no national qualification is sought XX the amount of funding is disputed XX industrial relations or WHS laws are compromised; for example, when the employer requires training to be conducted outside work hours with no pay or in unsafe conditions XX 41

Topic 3 In this topic you will learn how to: 3A Identify the context for learning and the individual’s learning style 3B Select and explain learning techniques 3C Develop and discuss an individualised learning plan Establish the learning– facilitation relationship The relationship between trainer and learner is central to achieving effective learning outcomes. This means developing trust, rapport and good communication. Establishing boundaries and expectations allows the learner to operate effectively within the training environment and allows the trainer to monitor and adjust their delivery as required. An effective learning relationship is one where these boundaries and expectations are clear, measurable, and in line with the work requirements of the trainee, worker or apprentice. 3D Interpret WHS responsibilities in the learning environment 3E Organise appropriate supervision 45

TAEDEL402 PLAN, ORGANISE AND FACILITATE LEARNING IN THE WORKPLACE 3A Identify the context for learning and the individual’s learning style Effective learning is a balancing act; the trainer and learner must continually make small adjustments to the delivery, learning style and work tasks. The aim is to stay relevant and to achieve the outcomes set out in the training plan. Knowing how, when and where the learning will take place, and the learner’s preferred learning style are all necessary to achieving this balance. Some learners may not be comfortable with formal ways of learning and an attempt should be made to determine and accommodate how they learn best. Learning context The learning context broadly covers the characteristics of the learning environment and the way in which the trainer and learner will interact within the environment. To understand the learning context, you must be able to identify and understand each of the characteristics described below. Purpose of training This determines why the training is required: Is there a skill gap or a newly created job role? Is it continuation training for existing workers or skills assessments? Is it a combination of these? XX The purpose of the training will determine your approach to the delivery, choice of location, and the tools and resources you need to complete the training. For example, if the purpose is to retain employees through paid skills and knowledge programs, you may prefer a more motivational approach using on-site training and positive examples from the workplace. XX Location XX 46 The training environment is characterised by the location, which will determine contextual aspects, such as: work health and safety (WHS) requirements, timing and access to the training environment the resources provided in the location and those that must be accessed separately access to colleagues, supervisors and industry specialists. ASPIRE TRAINING & CONSULTING

3C Topic 3 Establish the learning–facilitation relationship Develop and discuss an individualised learning plan A learning plan documents the details necessary to complete the learning pathway. It is often included as part of the workplace contract between the RTO, trainee and employer known as the training plan, as much of the detail is required for both. Ensure that you understand the components that make up a learning plan and why they are important for effective workplace training. The learning plan should be discussed with the learner in detail. They must feel comfortable with the training they are about to receive and the responsibilities and expectations they must adhere to over the training delivery period. For apprenticeships, this may be four years or more. You should encourage the learner to raise any concerns and questions they have during this time so you are both clear as to the expected outcomes and responsibilities. The training/learning plan should include a field where the trainer, learner and RTO sign the document once the learning plan has been discussed. Prepare a learning plan Ensure that you differentiate the terminology used in VET. An individual learning plan is not a plan for how you will deliver a training session. Nor is it a learning program. These are both created at the RTO and encompass how the RTO intends to run an entire course. An individual learning plan may begin as either a blank document specifically created for a new learner or as a template used by the RTO to plan the training of an individual apprentice or trainee. The LLN requirements of a learning program and LLN needs of learners can be recorded on the learning/training plan under a section with information about how additional needs will be addressed, or a separate LLN learning plan can be developed. Ask your trainer for a template sample ‘Training plan’; Aspire has included relevant templates in its Trainer’s and assessor’s guide for this unit. Components of a learning/training plan are described here. The context for learning The context for learning is the location and learning environment in which learning will take place. This should be specific to the individual learner and include addresses, locations within the work area and a description of any classroom-based learning. Other aspects of the environment that influence the learning experience can also be recorded, including social, institutional and geographical factors. For example, the learner may be in a remote location. Information to be recorded includes: whether training will be on the job whether a training room is available XX any WHS considerations. XX XX 61

TAEDEL402 PLAN, ORGANISE AND FACILITATE LEARNING IN THE WORKPLACE The person’s learning style and characteristics The individual’s learning preferences and any information about their learning style should be described to allow you to adjust or adapt delivery, and allow learners to adjust their learning techniques as required. Here is an example of a learner’s demonstrated strengths and characteristics: Can interpret visual information quickly XX Can retain information provided in images and text XX Is happy to work by themselves or with a coach/mentor XX Prefers not to work in groups XX Has difficulty with large amounts of data XX Requires careful observation to avoid safety concerns XX Boundaries and expectations of the learning–facilitation relationship Learner relationships need to be developed to allow for two-way communication, openness, trust, support and encouragement, and to motivate the learner. By discussing and setting clear boundaries and expectations, all parties acknowledge their individual roles and accountability in the process. This is usually documented as a paragraph, table or a series of dot points outlining: key areas of responsibility XX expected outcomes XX method and regularity of communication XX how progress will be monitored. XX Documented equity or additional support needs for the learner Fairness and support for additional needs in VET are requirements under the Australian Quality Training Framework (AQTF)/VET Quality Framework (VQF) guidelines. The learning plan should identify all relevant access and equity support needs as they apply to the learner and the learning context. Here is an example of how a trainer can identify and document a client’s needs: ‘Mr Drew will require additional time to complete written tasks to allow for his current level of literacy. Support from the trainer will be provided to ensure Mr Drew understands written questions and can convey his level of understanding of the course content during assessment. This may be done verbally where units of competency allow for such a reasonable adjustment.’ Performance benchmarks to be achieved For training in nationally accredited qualifications, benchmarks are represented as units of competency or accredited modules. As VET is criteria- and competencybased, all benchmarks have a performance evidence requirement of ‘competent’ in each task. This is usually represented as a brief description followed by a list of units or modules. 62 ASPIRE TRAINING & CONSULTING

4D Topic 4 Implement the work-based learning pathway Facilitate the learner’s transfer of skills and knowledge According to the experiential learning model, learning requires some level of experience, reflection, conceptualisation and experimentation. Learning a task in one situation without verbal or physical examples of transferability (the application of the skill in other situations) will considerably diminish the learning experience. There are a number of techniques you can use to help learners transfer their skills and knowledge to new situations. Techniques for skill transfer When a task is first demonstrated or experienced by observing others in the workplace, the learner will often try to compare what they see and hear with some other experience they have had in their lives. This is how memories are formed and how skills are eventually learnt. But, if they only see or hear something once, the effect is short-lived and the experience is likely to fade from memory quite quickly. You should ensure the skill is learnt in such a way that the learner can transfer that knowledge and ability into different workplace situations; for example, learning to use a hammer drill in one context, such as an outdoor rock retaining wall, then using a hammer drill with the same effect inside a concrete building. The following outlines some techniques for skills transfer. Teach across a range of learning preferences People have different learning preferences. The first technique for improving transferability is to teach across a range of learning preferences. This means that in the case of using a hammer drill, you may use demonstration, instruction, imitation/trial, video clips of hammer drills being used correctly (and incorrectly), and some reading and writing activities to demonstrate knowledge. This gives the learner several angles for their brains to absorb, understand, conceptualise and experiment with the skill. Contrast this with a lesson on hammer drills that is taught purely on paper or just by using one person to demonstrate. Without these added experiences, the transferability factor reduces. Use multiple learning contexts The second technique for improving skill transfer is to ensure that learning occurs in two or more learning contexts. A common example is the block training conducted by many trade schools. Apprentices are taught the theory and safety requirements of using equipment, then have the chance to practise the task in a simulated environment at the trade school. After that, they return to their workplace, where they have the chance to experiment with similar equipment in a different setting; for example, it may be a noisier environment, be outdoors, or be part of a different project. The idea is to ensure they can transfer the skill in practice, before needing to apply it during an assessment or in a real work context. 87

TAEDEL402 PLAN, ORGANISE AND FACILITATE LEARNING IN THE WORKPLACE Example Use technology to support learning Another technique for improving transferability is using technology in the form of online, visual learning aids and interactive computer programs. This technique gives you the option to use simulated scenarios that stretch the application of knowledge to fit new contexts and situations. This technique can benefit learners when real experience of a task is high-risk or where the skill sets are typically knowledge-based, such as in accounting, office management, IT or finance. Facilitate the learner’s transfer of skills and knowledge Rholanda is learning the classical guitar. Her instructor is training her to achieve a national qualification in music and understands that her guitar skills must be demonstrated in front of a panel of judges and in his studio. To prepare Rholanda for this experience, he shows her a video of a concert-like experience similar to her assessment. Additionally, he takes her to the hall before the assessment so that she can practise playing the guitar in this environment without the stress of the audience being there. The experience allows Rholanda to conceptualise the assessment activity and maintain her skills in a different setting. She also has the opportunity to actively experiment with the sounds and scale of performing in the hall. These experiences add to her overall skill level and have set her up for a fine performance when the time comes. Activity 15 Read the case study, then complete the task that follows. Case study You are the workplace trainer for Beverly, an aircraft maintenance engineering student at Brisbane’s civil aviation training facility operated by the Queensland government. Her goal is to work with Qantas or Virgin Australia as an aircraft engineer. These airlines operate a number of different aircraft from several different manufacturers. The course covers: Module 1 – Mathematics XX Module 2 – Physics XX Module 3 – Electrical fundamentals XX Module 4 – Electronic fundamentals XX Module 5 – Digital techniques/ electronic instrument systems XX Module 6 – Aircraft materials and hardware XX Module 7 – Maintenance practices XX Module 8 – Basic aerodynamics XX Module 9 – Human factors XX Module 10 – Aviation legislation XX Module 11 – Aeroplane aerodynamics structures and systems XX Module 15 – Gas turbine engines XX Module 17 – Propeller XX Module AA-02 – Aviation English (as required) XX Module AA15 – New supervisor XX The training occurs in a hangar across from the terminal and adjacent to Qantas and Virgin Australia maintenance facilities. 88 ASPIRE TRAINING & CONSULTING

Topic 5 In this topic you will learn how to: 5A Prepare for the session 5B Structure activities to optimise the benefit to the learner 5C Monitor the learner and change the approach if necessary 5D Behave ethically 5E Schedule regular meetings to monitor the effectiveness of the learning relationship Maintain and develop the learning–facilitation relationship The success of workplace training depends on the effectiveness of the trainer–learner relationship. A successful relationship encourages and facilitates selflearning and commitment to the training process. To be a successful workplace trainer, you need to: prepare thoroughly XX recognise when change and adjustment to suit the learner is required XX be aware of the obligations and constraints you must observe with the learner’s employer XX demonstrate appropriate behaviour and conduct during training delivery. XX 91

TAEDEL402 PLAN, ORGANISE AND FACILITATE LEARNING IN THE WORKPLACE 5A Prepare for the session Training sessions involve interaction between the learner and the trainer, and the transfer of skills and knowledge. Preparing for the delivery of each session is a vital phase of the workplace training process. Consider and prepare for the session to ensure that the content and the delivery location are organised in advance. Content-based considerations To prepare for each session you will need to organise a number of important documents. Documents that may be required for a training session include: the session plan, which may sometimes be referred to as a lesson plan or training plan (however, this is a different document to the one used in the contract phase of work-based learning) XX course learning materials that are required by the learner, such as assessment workbooks, learner guides, textbooks and portfolios XX Australian apprenticeships’ workplace diaries/logbooks; it is mandatory for apprentices and trainees to have a logbook XX slides, notes, handouts, samples, posters or any other learning aid applicable to the training session. XX Create a session plan for workplace learning Session plan formats differ across organisations, but the basic purpose is the same: a session plan is used to guide the trainer through the course content for any given session. It outlines timing, resources needed and content to be covered. Some session plans include location and evidence requirements, times allocated for ice-breakers, roll-call and assessments, depending on the learning context. Here is an example of a session plan. Ask your trainer for a template sample ‘Session plan’; Aspire has included relevant templates in its Trainer’s and assessor’s guide for this unit. Session plan Learning program Certificate III in Warehousing Operations Session name TLID2010 Operate a forklift Session 1 of 3 Aim 92 Learners will develop skills and knowledge to check and operate a forklift under supervision. ASPIRE TRAINING & CONSULTING

Example TAEDEL402 PLAN, ORGANISE AND FACILITATE LEARNING IN THE WORKPLACE 98 Prepare for the session Jill has to deliver a six-hour training session on account reconciliation and cashflow estimations to a group of corporate executives. The Diploma-level subjects are relatively complex with respect to the amount of content to be delivered in such a short time. Jill determines the workplace requirements and the assessment requirements of the unit of competency, but needs to do more in order to prepare thoroughly. 1 Determine assessment requirements Jill contacts the workplace manager. She learns there is no assessment required. This will allow her more time to deliver the content and have the learners practise the tasks in the workplace. She will not address performance criteria from the units of competency that do not apply to the workplace or the client’s needs. 2 Secure resources When speaking with the manager, Jill secures the use of the boardroom, whiteboard and data projector facilities. She also arranges for learners to work from the administration and accounting area office fo

the learning experience. Learning in a workplace offers learners an opportunity to hone their skills and become 'work ready'. Workplace training allows the learner to practise their skills and knowledge and apply them in the workplace setting. Creating an effective workplace learning environment often requires negotiation and